Engaging Learners: Bridging the Academic Gap

1. Engaging Learners: Bridging the Academic Gap By Molly Craker and Eric Niemi

2. Two main schools of thought: 1. Learning is a primarily cognitive process. Emotions are unimportant; are difficult to understand; are undesirable in a learning setting; adversely influence learning. • (Berry et al., 2008; Carless, 2006; Crossman 2007; Dewey, 1916; Dirkx, 2001, 2008; Eynde & Turner, 2006; Govaerts & Gregoire, 2008; LeDoux, 1996; Moore & Kuol, 2007; Pekrun et al., 2002; Titsworth 2010; Varlander, 2008; Wang, 2008; Zembylas, 2004) 2. Emotions and cognition are interrelated and interdependent during the learning process. Emotions influence learning; can improve memory and motivation during learning. • (Crossman, 2007; Christos, 2003; Greenleaf, 2003; Hinton et al., 2008; Levine & Pizarro, 2004; MacKeracher, 2004; OECD, 2007; Taylor, 2006; Weiss, 2000)

3. Neuroscience Emotional events are remembered better than non-emotional events. Memory is enhanced if our emotions are heightened. The brain uses emotion to direct action, approaching positive situations and avoiding negative ones. Too little arousal results in boredom. Brain research reveals that emotion is fundamental to learning and instruction that neglects emotional dimensions of learning is likely to be ineffective (Hinton et al., 2008).

4. Emotions Positive Affect Negative Affect Analogy of a Highlighter Happiness Pride Humor Surprise Interest Anxiety or Stress (low levels) Can Block Learning Anger Stress Anxiety Fear Worry Boredom Shame

5. Strategy Activities designed to elicit an emotion: • check-in; journaling; lecture (15-20 min); • ice breaker (importance of names); • debate exercise; games: jeopardy; test fest; Individual teacher actions to control or manage emotions: • To read emotional state of the learner(s) and respond; • Act or perform in an emotional manner: energetic, excited, humorous, serious, positive. To watch emotionally laden movies, pictures, or video clips (YouTube) related to the content. To go deeper within a subject with the intention to elicit an emotion. Invite Emotions

6. Strategies to Reduce Anxiety • The Physical set up of the room can elicit, influence, or change the emotional state of the classroom. • Use a reward that results in feelings of happiness, pride, satisfaction. • Projects conducted by learners, which are inclusive of emotions (self-declarations or self-change).

7. Key to Increasing Success • Increase Self-Efficacy Lessen Anxiety

8. Relationship between Self-Efficacy and Performance • Self-Efficacy – Student’s belief about his/her capabilities to successfully complete tasks or goals. • The literature supports math self-efficacy as one of the strongest predictorsof math achievement(Pajares & Miller, 1994). • Math Self-Efficacy - Defined as individuals’ judgments of their capabilities to solve specific math problems, perform math-related tasks, or succeed in math-related courses (Betz & Hackett).

9. Strategies to Improve Self-Efficacy • Establish specific, short-term goals that will challenge the students, yet are still viewed as attainable. • Help students lay out a specific learning strategy and have them verbalize their plan. As students proceed through the task, ask students to note their progress and verbalize the next steps. • Compare student performance to the goals set for that student, rather than comparing one student against another or comparing one student to the rest of the class.

11. Critical & Feminist Pedagogy • Paulo Friere • Popular Education • Against a Banking Concept of Education • Meher & Tetreault • Establish a student voice • Open environment for dialogue • Authority, not authoritative • Socio-Cultural Position • Make it relevant

12. Writing & Reading • Integrated at the PL Level • Grounded in rhetoric of Argument and Literacy • Connected, but separate skill sets (Holschuh& Deithloff, 2013) • Questions about Controlled Language

13. Disciplinary Literacy Approach • Inducts students into the language, purposes, and ways of using authentic texts within each discipline • Teaches specialized skills and strategies needed to make sense of text in each discipline • Builds on the ELA objectives in the Common Core State Standards (Shanahan & Shanahan, 2008) • Writing Across the Curriculum • Standards = Standardized Tests

14. Increased Proficiency Approach • Incorporates Elbow’s (1997) high-stakes vs. low-stakes writing scenario • Moves from familiar texts and writing assignments to the unfamiliar • Focuses on different genres and writing formats as proficiency increases • Includes high expectations for students’ abilities, which they inevitably rise to meet • Claude Steele’s Stereotype Threat

15. Pedagogical Approaches • Choose a variety of interdisciplinary readings from science, history, sociology, communication, government, etc. • Require students to question and respond to texts at varying levels (comprehension to synthesis) • Use active, engaged, relevant learning techniques • Clarity of thesis/claim and support/evidence • Common Core Community Texts • Epistemic Nudging & Epistemological Cocoons • Evaluate both the product and process

16. Assessment Approaches • Use multiple assessment techniques • Determine skill level • Establish authentic voice • Use exams only when necessary and appropriate • Portfolio-Based learning and assessment • Context- and Project-Based Learning

17. Administrative Approaches • Reduce ‘exit points’ • Accelerated Learning models • Compressed courses • Certification requirements for instructors • Service learning • Connection and support between Learning Centers, Developmental Education, and Transfer-Level Courses

18. Questions